Presentation on theme: "WRITING CONVENTIONS P-12 Loddon Mallee Region Our purpose as teachers- to teach the writer not the writing Lucy McCormick Calkins."— Presentation transcript:
WRITING CONVENTIONS P-12 Loddon Mallee Region Our purpose as teachers- to teach the writer not the writing Lucy McCormick Calkins
Session Outline What are Writing Conventions Are they important? Writing conventions in context of AusVels frameworks and standards Delving deeper
Two rows of chairs facing each other. Sitting opposite One person moves after each question
What are writing conventions? Why are they important?
What are some concerns about teaching grammar?
What have you done with writing conventions since last time we met? –staff Students
Writing provides spelling with its context: without writing spelling has no purpose and no audience (Talk about)
Does texting impact on spelling?
Which forms of punctuation are taught at each year level?
Talk about the value of teaching efficient keyboarding skills instead of handwriting
What explicit teaching happens in your school on layout?
Talk about something that your school is doing really well with writing conventions.
How can I use this activity with my staff?
Teaching Writing Conventions
Effective Writers Think about: What to say and how to say it clearly How to write so the reader is interested and engaged Real life purposes for writing The important role of conventions
Need someone to talk to? Using grid, network resource Scope and Sequence Resources being used for Writing Conventions in our Schools
SchoolDi Snowball Student book
It is the teacher’s role to know what writing conventions the students have control over and what they need to learn through explicit teaching Make informed decisions about learning needs of group and individuals Check data against VELS Writing conferences and guided writing groups personalise learning
20 GRADUAL RELEASE OF RESPONSIBILITY MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practice the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practice the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL
Reading around Grammar A systematic approach to Grammar Instruction Joan Berger Integrated Word study: Spelling grammar and Meaning in the Language Arts Classroom Marcia Invernizzi et.al To Grammar or not to Grammar: that is not the question Weaver et.al Part 1 Putting conventions into perspective and helping students edit Weaver et.al Part 2
Process for Readings Form a group of 4 Choose text Expert group 20 minutes to read What is the text mostly about? How is Grammar taught in the article? Implications for different year level teaching? (15 minutes) Home group Share a synthesis of your expert group discussion (20mins)
Discussion to report back to home group What is the text mostly about? How is Grammar taught in the article? Implications for different year level teaching?
The big question… What aspects of grammar…enhance and improve student writing and when and how can we best teach them?
Text to self – What will I take back to my school?
How do you take information back to school? Talk at table Report back to whole group Record on chart What are the challenges? What could help?
2013 Time to Start Planning There will be not external driver for Literacy development beyond 2012 What will our schools need from a network Make a list Have us for one term What would you like us to do to support the transition
2013 and Beyond History of network? What could/should happen? How can we get it to happen?
The future What do we have now as a collegiate group? In moving forward what is our goal? What method/approach will we use? Resources available to us How do you picture achieving dynamic equilibrium? (sustainability)?
After School Sessions 3/4 at Newham – 22 nd August P-2 at Riddell - 29 th August 5/8 at Malmsbury – 5 th Sept – probably need to be changed as pending strike! FOCUS?????
GRAMMAR IN CONTEXT
As we work through these Think about yourself as a learner – what knowledge you need Think about a year level each activity could be used for Think about a text that you know that could be used at different level
teractives/multigenre-mapper/ One way of publishing
Activity 1. Think about yourself as a learner – what knowledge did you need? What year level this could be used for? Think about a text that you know that could be used at different level
Activity 2. Think about yourself as a learner – what knowledge did you need? What year level this could be used for? Think about a text that you know that could be used at different level
THE VANISHING GLASS
Chapter 2 Quickly skim the chapter to orient yourself to the text
USING VERB GROUPS TO BRING TO LIFE THE ACTIVITIES IN THE STORY Action verbs Action verbs tell about something a person, animal, force of nature or thing can do or be
After lunch they went to the reptile house. It was cool and dark in there, with lit windows all along the walls. Behind the glass, all sorts of lizards and snakes were crawling and slithering over bits of wood and stone. Dudley and Piers wanted to see huge, poisonous cobras and thick, man ‐ crushing pythons. Dudley quickly found the largest snake in the place. It could have wrapped its body twice around Uncle Vernon's car and crushed it into a trash can ‐‐ but at the moment it didn't look in the mood. In fact, it was fast asleep. Dudley stood with his nose pressed against the glass, staring at the glistening brown coils. "Make it move," he whined at his father. Uncle Vernon tapped on the glass, but the snake didn't budge. "Do it again," Dudley ordered. Uncle Vernon rapped the glass smartly with his knuckles, but the snake just snoozed on. "This is boring," Dudley moaned. He shuffled away.
What next? Think about yourself as a learner – what knowledge did you need Think about a VELS level this could be used for Think about a text that you know that could be used at different level
Harry lay in his dark cupboard much later, wishing he had a watch. He didn't know what time it was and he couldn't be sure the Dursleys were asleep yet. Until they were, he couldn't risk sneaking to the kitchen for some food. He'd lived with the Dursleys almost ten years, ten miserable years, as long as he could remember, ever since he'd been a baby and his parents had died in that car crash. He couldn't remember being in the car when his parents had died. Sometimes, when he strained his memory during long hours in his cupboard, he came up with a strange vision: a blinding flash of green light and a burning pain on his forehead. This, he supposed, was the crash, though he couldn't imagine where all the green light came from. He couldn't remember his parents at all. His aunt and uncle never spoke about them, and of course he was forbidden to ask questions. There were no photographs of them in the house.
Underline some good examples of adverbials Use excerpt on page 25
Let’s remind ourselves Think about yourself as a learner – what knowledge did you need Think about a VELS level this could be used for Think about a text that you know that could be used at different level